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Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction
- Source :
-
Exceptional Children . Sum 2011 77(4):453-470. - Publication Year :
- 2011
-
Abstract
- Many schools are implementing multitier response-to-intervention (RTI) models to reduce reading difficulties. This study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant and was conducted in 7 ethnically and socioeconomically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first-grade reading performance based on kindergarten growth and end-of-year reading performance (n = 203). Teachers followed an explicit core reading program. Overall, classroom instruction was rated as effective. Results indicate that controlling for students' end-of-kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first-grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. (Contains 4 tables.)
Details
- Language :
- English
- ISSN :
- 0014-4029
- Volume :
- 77
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Exceptional Children
- Publication Type :
- Academic Journal
- Accession number :
- EJ931148
- Document Type :
- Journal Articles<br />Reports - Evaluative